Journal of College Student Development最新文献

{"title":"\"There Should be More Outrage\": Making Meaning of Racial Identity During Times of Increased Anti-Asian Hate","authors":"Gudrun Nyunt, Jacqueline Mac, Zac Birch, Rita Veron, Paige Scoma","doi":"10.1353/csd.2023.a917023","DOIUrl":"https://doi.org/10.1353/csd.2023.a917023","url":null,"abstract":"<p><p>Abstract:</p><p>The purpose of this narrative inquiry was to examine how Asian American college students made sense of themselves as racialized beings during the COVID-19 pandemic, a period that saw a drastic increase in anti-Asian hate. We were particularly interested in how emotions that students experienced in response to racism shaped their meaning-making of racial identity. We embraced tensions of a constructivist approach and a grounding in Asian critical theory to gain a more nuanced picture of Asian American college students’ meaning-making of racial identity while also problematizing and critiquing racism. Data collection consisted of three interviews with 14 participants from the Midwest and East Coast of the US. To engage the reader’s imagination and tell a nuanced story, we present findings as a fictional conversation between four individuals using direct quotes from participants. Our findings highlight the importance of considering transnational context when examining Asian American college students’ racial identity development. Our findings further showcase the role emotions played in fostering development and the agentic ways participants responded to these emotions while also underscoring the high price participants paid for the more complex understanding of their racial identity. Implications for future research and practice are discussed.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"119 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community and Culture: Black Women's Recollections of Their Experiences in College Transition Programs","authors":"Janella D. Benson, Paris D. Wicker, Imani Barnes, Rachelle Winkle-Wagner","doi":"10.1353/csd.2023.a917022","DOIUrl":"https://doi.org/10.1353/csd.2023.a917022","url":null,"abstract":"<p><p>Abstract:</p><p>College transition programs offer early access to the collegiate experience, aid in the adjustment of students transitioning to college, and facilitate positive adjustments for Black women in their early college years. Less is known about whether Black women identify these programs as having a lasting influence on their college degree programs and careers. This critical oral history study of 24 Black alumnae contemplates their recollections of how college transition programs influenced their collegiate journeys within predominantly White and historically Black institutions. The Black alumnae emphasized the long-term importance of asset-based community cultural wealth approaches in transition programs that offered a head start to college. The alumnae noted that the transition programs provided forms of navigational, aspirational, and social capital. At PWIs, transition programs emphasized academic skills and social networks. At HBCUs, transition programs offered inclusion in the familial ethos of those campuses. In both institutional types, the women enjoyed gaining confidence and access to a hidden curriculum, which they retained throughout college and into their careers and lives.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"45 2 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Deans of Women: The Origins and Evolution of the Earliest Student Affairs Graduate Program","authors":"Katie N. Smith","doi":"10.1353/csd.2023.a917021","DOIUrl":"https://doi.org/10.1353/csd.2023.a917021","url":null,"abstract":"<p><p>Abstract:</p><p>Higher education historians agree that the earliest direct antecedents to today’s student affairs professionals were deans of women (DOWs) and deans of men (DOMs), administrative positions that first arose in the 19th century. While DOWs were expected to supervise women students within newly coeducational environments, they professionalized the role—and the field of student affairs—by building professional networks, conducting scholarship, and pursuing graduate education. This historical study used archival records to explore the earliest student affairs graduate program, a professional diploma for DOWs at Teachers College, Columbia University, started in 1914. Findings explore the development of the diploma program throughout its lifespan, including its origins and the Teachers College context, diploma name changes, the first program-specific courses, and curricular changes. The Teachers College DOW professional diploma program ran for 30 years, ending after the 1944–45 academic year. This research provides insight into the history of student affairs as a field of study and illustrates the field’s long-standing values and philosophy, particularly the importance of supporting and advocating for minoritized students (ACPA, n.d.). Student affairs scholars and practitioners can use this history to better understand and articulate the context and purpose of their work today.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"86 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivation and Intergenerational Educational Mobility","authors":"Luana dos Santos Fraga, Izete Pengo Bagolin","doi":"10.1353/csd.2023.a917024","DOIUrl":"https://doi.org/10.1353/csd.2023.a917024","url":null,"abstract":"<p><p>Abstract:</p><p>This study aimed to identify whether motivation to learn has a statistically significant effect on intergenerational educational mobility among Brazilian university students. Although qualitative studies have proposed the existence of this relationship, quantitative evidence still needs to be discovered. We sought to identify the characteristics that might be fostered to enable students to complete primary education and pursue higher education. To answer the research question, we used data from a sample of 1,031 individuals collected via a structured questionnaire and estimated an ordered logistic regression model with intergenerational educational mobility as the dependent variable and motivation as the key independent variable. The results showed that more motivated individuals were more likely to be educationally upwardly mobile in relation to their parents. However, such cases were more likely to occur when there was low mobility, with the father or mother having completed high school. This study’s findings would help public policymakers seeking to promote intergenerational educational mobility and reduce inequality. The results suggest motivation can be fostered and developed in children and adolescents, and the mechanisms for doing so, be they extrinsic or even intrinsic, need to be considered.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"53 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Some Days It's the Best Thing . . . Some Days It's the Worst\": Gay College Men Living With HIV Navigating the Meanings of AIDS","authors":"J. Michael Denton","doi":"10.1353/csd.2023.a917019","DOIUrl":"https://doi.org/10.1353/csd.2023.a917019","url":null,"abstract":"<p><p>Abstract:</p><p>This queer narrative study examined the stories of two gay college men living with HIV and their relationship to HIV/AIDS. Foucault’s technologies of the self served as the conceptual framework. Technologies of the self are practices, strategies, and narratives participants used to resist the stigma-tizing symbolic violence of AIDS. The men practiced different yet interlocking technologies of the self. They took partial control of the meaning of HIV/AIDS in ways that improved their lives and helped them navigate college. However, homophobic AIDS signifiers resulted in them taking personal responsibility for HIV/AIDS rather than understanding it as a structural inequity, which limited them personally and academically. Higher education environments were a place of stigma and support, leaving the men unsure of how to navigate oppressive environments on campus. Implications for reframing college student identity theory, addressing AIDS stigma on campus and beyond, and supporting students living with HIV are provided.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"113 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139411413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sounds About White: A Critical Content Analysis of Collegiate Gender-Based Violence Research in Top-Tier Journals","authors":"Larry M. Locke, Olivia M. Copeland","doi":"10.1353/csd.2023.a911793","DOIUrl":"https://doi.org/10.1353/csd.2023.a911793","url":null,"abstract":"Sounds About White: A Critical Content Analysis of Collegiate Gender-Based Violence Research in Top-Tier Journals Larry M. Locke and Olivia M. Copeland (bio) Gender-based violence (GBV) is a broad umbrella term for many forms of violence directed at individuals based on gender and includes unwelcomed sexual contact (e.g., rape, voyeuristic behavior), stalking, threats, physical violence, economic harm, heavy flattery to control another person, or any combination of these behaviors (Linder, 2017). GBV is understood as an issue of power and control (Russo & Pirlott, 2006). Studies have shown that traditional college students (ages 18–24) affected by GBV report lower grades and higher dropout rates than their peers (Baynard et al., 2020; Mengo & Black, 2016). Authors of GBV research often implicitly center their work on whiteness (Harris, 2017), which is particularly problematic in that scholarship that does not name and discuss the connections between racial and sexual violence leads to “incomplete and ineffective strategies for eradicating sexual violence” (Linder, 2017, p. 60). Centering research on white students creates a divide in campuses’ abilities to support and respond to all student’s needs related to GBV, a serious representation of systemic racism. This study examined and quantified how race has been discussed in GBV-related research published in top-tier higher education (HE) journals. Intersectionality asserts social identities (e.g., ability, class, race) are “interconnected and operate simultaneously to produce experiences of both privilege and marginalization” (Smooth, 2013, p. 11). All those touched by GBV are not homogeneous, yet much of the scholarship on collegiate GBV presents them as such. We focus on top-tier peer-reviewed journals because of the prestige rewarded for publishing in those outlets and the isomorphism of HE in general, meaning all journals are likely to manage themselves in ways that mirror top-tier journals (Bray & Major, 2011; Fay & Zavattaro, 2016). Viewing this isomorphism in relation to the racist bias that undergirds and shapes much of the publication process (Stanley, 2007), we sought to understand how the most influential journals in HE might contribute to the homogenization of collegiate GBV research. In contemplating and implementing this project, Larry, a cis man, and Olivia, a non-binary person, felt responsible for resisting and naming the prevalence of race-neutral narratives within GBV work. Both authors are white, queer, doctoral students, and survivors. Larry came to the project with extensive experience in GBV prevention work from multiple institutional types and as a staff member for the [End Page 594] Journal of College Student Development. Olivia came with general student affairs knowledge and academic training regarding race. Our intention for this research project was to call in those involved in the creation and publication of collegiate GBV research to resist the prevalence of race-neut","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward a Deeper Understanding of the Precollege Racial Socialization of White Undergraduate Students","authors":"Zak Foste","doi":"10.1353/csd.2023.a911790","DOIUrl":"https://doi.org/10.1353/csd.2023.a911790","url":null,"abstract":"Abstract: The purpose of this study was to better understand how white students are socialized to think about race in their precollege environments. While a great deal of scholarship has examined the racial attitudes, beliefs, and ideologies of white students in college, much less is known about how race is learned and rendered significant in precollege contexts. This study explored how 40 white undergraduates were socialized to think about race in two critical precollege environments: their neighborhoods and schools. The results of this study emphasize that while participants came from racially homogenous communities, they were not empty vessels merely waiting to be filled up with new information about race in college. Rather, they experienced a number of contexts that imparted particular messages about the nature of race, racism, and whiteness prior to ever stepping foot on campus.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Critical Ecological Exploration of Peer Socialization Agents’ Sense of Belonging","authors":"Lauren N. Irwin, Jaime S. Miller, Katie Morgan, Jodi Linley","doi":"10.1353/csd.2023.a911787","DOIUrl":"https://doi.org/10.1353/csd.2023.a911787","url":null,"abstract":"Abstract: Peer socialization agents (PSAs; e.g., resident assistants, orientation leaders) are trained to facilitate belonging through formal socialization initiatives. We used secondary qualitative data analysis, in combination with a critical constructivist approach, to explore PSAs’ sense of belonging and the contexts in which they experience it through ecological systems theory. Findings demonstrated that PSAs rarely experienced a broad sense of belonging, contrary to prevailing wisdom that links involvement and belonging. PSAs are charged with fostering belonging for others while simultaneously navigating systems that undermine their feelings of belonging. Rather than experiencing widespread feelings of belonging, PSAs often experienced it only in specific microsystems that affirmed their identities and experiences, including student groups, organizations, or affinity spaces. Finally, we highlight implications for research and practice.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives ed. by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd and Gianna Ramdin (review)","authors":"","doi":"10.1353/csd.2023.a911796","DOIUrl":"https://doi.org/10.1353/csd.2023.a911796","url":null,"abstract":"Reviewed by: The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives ed. by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd and Gianna Ramdin Nicholas Fuselier The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd, and Gianna Ramdin (Editors) New York, NY: Routledge, 2020, 110 pages, $18.36 (Softcover or e-book), $47.96 (Hard-cover) Community colleges represent the cornerstone of access in US higher education. Since their establishment in the early 20th century, these institutions have evolved in ways that intentionally support the needs and demands of their communities. Despite these institutions’ important role in the landscape of postsecondary education, today’s community colleges must navigate critical challenges, emerging trends, and new visions of educational reform. Importantly, student affairs units on community college campuses play a significant role in these tasks. This reality is precisely what this book aims to capture—innovative student success initiatives designed to directly respond to emerging issues on community college campuses. Edited by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd, and Gianna Ramdin, The Role of Student Affairs in Advancing Community College Student Success: An Examination of Selected Contemporary Initiatives is a collection of empirical research and scholarly commentary on existing and recommended student affairs initiatives that vary in type, represent diverse community college contexts, and attend to the current sociopolitical moment. In an effort to situate myself to the context of this text and subsequent book review, I briefly offer elements of my professional positionality, which include having a career in student affairs prior to entering faculty work as well as engaging in research that includes a focus on issues of equity in community college settings. Following Chapter 1, where the editors lay the conceptual groundwork for the text, they dive into an example of practice. Chapter 2, by Kimberly Lowry, Dawna Wilson Horton, and Karen Stills Royster, presents the narratives of two community college campuses in Texas that built student affairs assessment capacity and illuminates the challenges associated with institutionalizing a culture of assessment. These challenges included a collective lack of clarity around assessment and a lack of readiness among staff (e.g., staff being unfamiliar with CAS Standards or conflating assessment outcomes with individual job performance evaluations). In Chapter 3, Jason L. Taylor and Chuck W. Lepper discuss the proliferation of promise programs as a response to declining college affordability. Although promise programs provide direct aid to students and increase access to postsecondary education, college affordability does not solely determine student success. The authors examine the ","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(Re)orienting White Spaces Through Compañerismo : Latino Graduate Students Creating Homeplaces at a PWI","authors":"Oscar E. Patrón, Osly J. Flores, Øscar Medina","doi":"10.1353/csd.2023.a911789","DOIUrl":"https://doi.org/10.1353/csd.2023.a911789","url":null,"abstract":"Abstract: This study employed homeplace and compañerismo as conceptual frameworks to examine the role of space among Latino men in graduate school. While research has highlighted the importance of space for marginalized students on college campuses, this literature has primarily focused on the undergraduate level. Such is valuable work, yet it is critical to examine spatial dynamics among graduate students. Here, we highlight spaces important to this group of students while centralizing close-knit relationships as an added layer. Analysis of the data revealed the continuous importance of the participants’ compañerismo across university spaces, making both compañerismo and space central components across themes, which included reciprocity of space and compañerismo, bending space through compañerismo, and compañerismo as empowerment. We conclude with implications for practice and research.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}